LESSON PLAN

UNIT THEME or ESSENTIAL/ORGANIZING QUESTION:

STRAND:

ELEMENT / LESSON PLAN
I. Desired Outcome
A. Identify the Standard
B. Identify the Objective. See Key Verbs in Bloom’s Taxonomy at end of this document.
II. Evidence of Learning
Describe the types of informal and/or formal assessments you will use during class to determine students’ levels of understanding (range is from a thumbs up or down to short essays to exit questions, etcetera). Return to the Desired Outcomes to determine what you must measure.
III. Materials Needed
IV. Opening the Lesson
A. Activity to open the lesson ideally:
1. Motivates and engages students,
2. Either assesses prior knowledge or
explicitly builds on prior knowledge/life experiences/interests, e.g., “Do Nows”
3. States the objective of the lesson.
B. How long will the opening take?
C. Consider Blooms Taxonomy/Ask good questions (Knowledge, Understanding, Application, Analysis, Synthesis, Evaluation)
V. Instruction and Modeling:
What is the teacher doing?
A. What are you going to teach and how?
B. How will you differentiate instruction?
C. What sorts of groupings will you use?
D. How long will each activity take?
VI. Guided Practice:
What are the students doing?
A. What will students do to interact and practice the subject matter?
B. How will you differentiate instruction?
C. What sorts of groupings will you use?
D. How long will each activity take?
VII. Closing the Lesson
What will you do at the end of the lesson?
A. How will you summarize/debrief and/or foreshadow next steps?
B. Have you measured student understanding of the Desired Outcomes?
C. How long will the closing take?
VIII. Independent Practice or Review
A. What will students do independently as homework or during class?
B. In what ways can the work be differentiated for ELL and/or Special Needs students? (Different questions? Different text? Different amount of time in which to complete the work? Different amount of work? Additional resources to tap in completing the work?)


Bloom’s Taxonomy Reminder

Spend more time on the Evaluation end of the spectrum of cognitive activities.

Knowledge: arrange, define, duplicate, list, label, memorize, name, order, recognize, relate, recall, repeat, reproduce, identify, match, know

Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate, comprehend, convert, distinguish,

Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write

Analysis: analyze, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test, break down, diagram, deconstruct, outline, separate

Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write, summarize, categorize, generate, modify, rearrange, relate, revise

Evaluation: appraise, argue, assess, attach, choose, compare, defend, estimate, judge, predict, rate, core, select, support, value, evaluate, critique, justify

Newmann’s Rigor and Authenticity Terms

I ask students to Organize Information when I ask them to organize, synthesize, interpret, explain or evaluate complex information while addressing a concept, problem or issue.

I ask students to Consider Alternatives when I ask them to consider alternative solutions, strategies, perspectives or points of view in addressing a concept,

problem or issue.

I ask students for Connections to the Outside World when they are asked to make connections between substantive knowledge and public problems or personal experiences.

I ask students to Elaborate on their understanding, explanations or conclusions when I ask them to communicate through extended writing or speaking rather than yes/no answers, short responses or fill in the blank/multiple choice questions.

I extend rigor and authenticity when I ask students to communicate their knowledge, present a product or performance or take some action for an audience outside the teacher, classroom or school.

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